Pub Date : 2021-04-01DOI: 10.1097/IYC.0000000000000188
A. Clark, K. Ferrell, Catherine A. Smyth, C. Spicer, Zoe L. Morgese, C. B. Puchalski, Laura L. Pickler, H. P. Dewald, Jamie Erskine
Limited literature exists documenting mealtime challenges and evidence for early intervention for children with visual impairment (VI). The objective of this pilot study was to determine whether a mealtime routines intervention for children with VI from 6 to 24 months would affect food texture, variety, and healthy food choices. The intervention occurred in homes/childcare settings involving children with VI, their caretakers, and their early interventionists. The intervention group scored higher than the control group for acceptance of food textures at 6–24 months (p ≤ .005) and at 13–24 months (p ≤ .007) and for consuming a greater variety of foods between 6 and 12 months (p ≤ .04). Assessment scores for positive caregiver and child mealtime behaviors were higher for the intervention group, p = .0000. The intervention showed promise for enhancing positive mealtime behaviors, feeding skills, and food acceptance.
{"title":"Early Intervention Increased Food Acceptance in Children With Visual Impairment","authors":"A. Clark, K. Ferrell, Catherine A. Smyth, C. Spicer, Zoe L. Morgese, C. B. Puchalski, Laura L. Pickler, H. P. Dewald, Jamie Erskine","doi":"10.1097/IYC.0000000000000188","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000188","url":null,"abstract":"Limited literature exists documenting mealtime challenges and evidence for early intervention for children with visual impairment (VI). The objective of this pilot study was to determine whether a mealtime routines intervention for children with VI from 6 to 24 months would affect food texture, variety, and healthy food choices. The intervention occurred in homes/childcare settings involving children with VI, their caretakers, and their early interventionists. The intervention group scored higher than the control group for acceptance of food textures at 6–24 months (p ≤ .005) and at 13–24 months (p ≤ .007) and for consuming a greater variety of foods between 6 and 12 months (p ≤ .04). Assessment scores for positive caregiver and child mealtime behaviors were higher for the intervention group, p = .0000. The intervention showed promise for enhancing positive mealtime behaviors, feeding skills, and food acceptance.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"1 1","pages":"109 - 121"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85809708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.1097/IYC.0000000000000185
Mckenna Johnson
This review addresses the question of how early access to sign language influences the development of deaf children with cochlear implants (CIs) by examining the literature surrounding the topic across the domains of spoken/written language development, cognitive development, and sociocultural development. Although research in the realm of language development is mixed, there appear to be few potential detriments to sign language access that may not be mediated by other aspects, such as age of implantation. Early sign language access, furthermore, shows potential to prevent developmental delays in general as well as specific cognitive functioning, and the current article speculates that claiming a Deaf identity (to which sign language is vital) may act as a protective factor against the stress of stigma surrounding hearing loss. Based on the relative insufficiency of current research to offer undisputable long-term concerns regarding the impact of sign language on development, as well as the existing evidence that suggests that early access to sign language may act as a protective factor against delays in multiple developmental domains, this review concludes that the potential benefits of allowing deaf children with CIs early and comprehensive access to sign language outweigh any possible risks.
{"title":"The Developmental Benefits of Allowing Deaf Children With Cochlear Implants Early Access to Sign Language","authors":"Mckenna Johnson","doi":"10.1097/IYC.0000000000000185","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000185","url":null,"abstract":"This review addresses the question of how early access to sign language influences the development of deaf children with cochlear implants (CIs) by examining the literature surrounding the topic across the domains of spoken/written language development, cognitive development, and sociocultural development. Although research in the realm of language development is mixed, there appear to be few potential detriments to sign language access that may not be mediated by other aspects, such as age of implantation. Early sign language access, furthermore, shows potential to prevent developmental delays in general as well as specific cognitive functioning, and the current article speculates that claiming a Deaf identity (to which sign language is vital) may act as a protective factor against the stress of stigma surrounding hearing loss. Based on the relative insufficiency of current research to offer undisputable long-term concerns regarding the impact of sign language on development, as well as the existing evidence that suggests that early access to sign language may act as a protective factor against delays in multiple developmental domains, this review concludes that the potential benefits of allowing deaf children with CIs early and comprehensive access to sign language outweigh any possible risks.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"262 1","pages":"141 - 155"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77150954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1097/IYC.0000000000000181
D. Bailey
Both early intervention (EI) programs for infants and toddlers with disabilities and newborn screening (NBS) programs to identify specific disorders shortly after birth rest on the assumption that the best way to prevent or lessen the impact of a disorder is to provide treatment as early as possible. Despite this shared vision, the two programs differ in substantial ways, including historical beginnings and subsequent evolution; program entry and eligibility; service models; evidence, efficacy, and outcomes; roles and responsibilities vis-à-vis families; and financing. Each program is well established and highly successful. But 4 crosscutting issues need to be addressed: (1) documenting meaningful outcomes for children and families; (2) deciding whether and how to provide highly effective yet very expensive treatments; (3) implementing surveillance activities to monitor progress and determine optimal timing for intervention; and (4) identifying appropriate intersections between EI and NBS. Solving these challenges will require national and state leadership, stakeholder engagement, collaboration between EI and NBS, and a significant investment of resources if the promise of maximizing benefit for children and families is to be realized.
{"title":"Early Intervention and Newborn Screening","authors":"D. Bailey","doi":"10.1097/IYC.0000000000000181","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000181","url":null,"abstract":"Both early intervention (EI) programs for infants and toddlers with disabilities and newborn screening (NBS) programs to identify specific disorders shortly after birth rest on the assumption that the best way to prevent or lessen the impact of a disorder is to provide treatment as early as possible. Despite this shared vision, the two programs differ in substantial ways, including historical beginnings and subsequent evolution; program entry and eligibility; service models; evidence, efficacy, and outcomes; roles and responsibilities vis-à-vis families; and financing. Each program is well established and highly successful. But 4 crosscutting issues need to be addressed: (1) documenting meaningful outcomes for children and families; (2) deciding whether and how to provide highly effective yet very expensive treatments; (3) implementing surveillance activities to monitor progress and determine optimal timing for intervention; and (4) identifying appropriate intersections between EI and NBS. Solving these challenges will require national and state leadership, stakeholder engagement, collaboration between EI and NBS, and a significant investment of resources if the promise of maximizing benefit for children and families is to be realized.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"60 1","pages":"3 - 16"},"PeriodicalIF":1.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87393305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1097/IYC.0000000000000180
N. M. Sjö, A. Kiil, Peter Jensen
This study compares teachers' perspectives on three assessment instruments for socioemotional development in early childhood, which differ in their emphasis on strengths and difficulties in this domain: the Caregiver-Teacher Report Form (C-TRF), the Strengths and Difficulties Questionnaire, Teacher version (SDQ-T), and the Social Emotional Assessment Measure (SEAM). We examine the teachers' views on the clarity, relevance, and acceptability, as well as estimating average completion times, of the three questionnaires in the context of Danish childcare. Overall, the SEAM was rated better able to convey the child's strengths, was more acceptable by teachers than the C-TRF and SDQ-T, and provided a better basis for talking with parents. Given its content and acceptability, we conclude this strength-based measure strongly merits inclusion in child assessment of socioemotional development.
{"title":"Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood","authors":"N. M. Sjö, A. Kiil, Peter Jensen","doi":"10.1097/IYC.0000000000000180","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000180","url":null,"abstract":"This study compares teachers' perspectives on three assessment instruments for socioemotional development in early childhood, which differ in their emphasis on strengths and difficulties in this domain: the Caregiver-Teacher Report Form (C-TRF), the Strengths and Difficulties Questionnaire, Teacher version (SDQ-T), and the Social Emotional Assessment Measure (SEAM). We examine the teachers' views on the clarity, relevance, and acceptability, as well as estimating average completion times, of the three questionnaires in the context of Danish childcare. Overall, the SEAM was rated better able to convey the child's strengths, was more acceptable by teachers than the C-TRF and SDQ-T, and provided a better basis for talking with parents. Given its content and acceptability, we conclude this strength-based measure strongly merits inclusion in child assessment of socioemotional development.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"34 1","pages":"33 - 45"},"PeriodicalIF":1.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75142503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1097/IYC.0000000000000183
Miriam Kuhn, Courtney E. Boise, Christine A. Marvin, L. Knoche
Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF deficits (e.g., poor attentional control, flexibility, inhibitory self-control, working memory, and/or planning/organization) in young children. This mixed-methods study explores this relationship for a population of 19 preschool children. The study includes analysis of interviews with parents, teachers, and early childhood coaches for 4 of the children. Results demonstrated a significant relationship between teacher reports of challenging behaviors and deficits in global EF skills. In addition, participants provided a rich qualitative description of the children's challenges with inhibitory self-control, flexibility, and attention control. Oppositional or defiant behaviors were also prevalent within this group of 4 children. The constellation of difficulties for these children has implications for adults aiming to support positive social development and suggests next steps for research regarding behavioral targets and strategies and the collaborative parent–professional team efforts needed to address the children's needs.
{"title":"Challenging Behaviors and Executive Function in Preschool-Aged Children","authors":"Miriam Kuhn, Courtney E. Boise, Christine A. Marvin, L. Knoche","doi":"10.1097/IYC.0000000000000183","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000183","url":null,"abstract":"Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF deficits (e.g., poor attentional control, flexibility, inhibitory self-control, working memory, and/or planning/organization) in young children. This mixed-methods study explores this relationship for a population of 19 preschool children. The study includes analysis of interviews with parents, teachers, and early childhood coaches for 4 of the children. Results demonstrated a significant relationship between teacher reports of challenging behaviors and deficits in global EF skills. In addition, participants provided a rich qualitative description of the children's challenges with inhibitory self-control, flexibility, and attention control. Oppositional or defiant behaviors were also prevalent within this group of 4 children. The constellation of difficulties for these children has implications for adults aiming to support positive social development and suggests next steps for research regarding behavioral targets and strategies and the collaborative parent–professional team efforts needed to address the children's needs.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"83 1","pages":"46 - 65"},"PeriodicalIF":1.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73405262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1097/IYC.0000000000000176
A. Gast, Collin Shepley, Justin D. Lane
Supplemental Digital Content is Available in the Text. We evaluated the effects of a multicomponent intervention to address food selectivity issues of 3 preschoolers with developmental disabilities. The intervention comprised strategies evidencing ecological validity in both research and practice. All sessions took place during typical mealtimes in children's classroom or lunchroom, with peers present, and a school-based staff member serving as the instructor. A multiple probe design across behaviors (touch, smell, taste, and eat), with a nested changing criterion design in the final tier, was used to evaluate changes in eating behaviors. Exploratory behaviors related to eating increased for all children; however, the designed intervention did not result in increased consumption of nonpreferred foods. Modifications resulted in one child demonstrating consistent increases in the consumption of nonpreferred foods, but these modifications did not result in increased consumption for other children. Challenges and future directions in treating food selectivity using resources typically available during mealtimes in preschool settings are discussed.
{"title":"Challenges and Successes in Addressing Food Selectivity in Children With Developmental Disabilities During Preschool Mealtimes","authors":"A. Gast, Collin Shepley, Justin D. Lane","doi":"10.1097/IYC.0000000000000176","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000176","url":null,"abstract":"Supplemental Digital Content is Available in the Text. We evaluated the effects of a multicomponent intervention to address food selectivity issues of 3 preschoolers with developmental disabilities. The intervention comprised strategies evidencing ecological validity in both research and practice. All sessions took place during typical mealtimes in children's classroom or lunchroom, with peers present, and a school-based staff member serving as the instructor. A multiple probe design across behaviors (touch, smell, taste, and eat), with a nested changing criterion design in the final tier, was used to evaluate changes in eating behaviors. Exploratory behaviors related to eating increased for all children; however, the designed intervention did not result in increased consumption of nonpreferred foods. Modifications resulted in one child demonstrating consistent increases in the consumption of nonpreferred foods, but these modifications did not result in increased consumption for other children. Challenges and future directions in treating food selectivity using resources typically available during mealtimes in preschool settings are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"60 1","pages":"300 - 312"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83738903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1097/iyc.0000000000000179
{"title":"From the Editor","authors":"","doi":"10.1097/iyc.0000000000000179","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000179","url":null,"abstract":"","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"73 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79149424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1097/IYC.0000000000000174
Jessica Tupou, Hannah Waddington, J. Sigafoos
There is a need for research that evaluates the effectiveness of early intervention when delivered in inclusive preschools. In this study, 3 regular preschool teachers were trained to use the Early Start Denver Model with a child with autism spectrum disorder who attended an inclusive preschool. Each teacher worked with 1 child. Teachers received eleven 60-min coaching sessions based on an adapted version of the Early Start Denver Model's parent coaching program. A multiple baseline across participants design was used to evaluate effectiveness in terms of teachers' use of the early intervention techniques and children's levels of participation, imitation, and communication. Data were collected via weekly 10-min video recordings, with 3 follow-up probes conducted 11 weeks following intervention. Teachers improved in their use of early intervention techniques, and children demonstrated improved levels of active participation, but results for child imitation and communication were mixed. Positive results were generally maintained at follow-up. This study provides preliminary support for the effectiveness and feasibility of using a modified coaching program to train preschool teachers to use early intervention techniques from the Early Start Denver Model.
{"title":"Evaluation of a Brief Teacher Coaching Program for Delivering an Early Intervention Program to Preschoolers With Autism Spectrum Disorder","authors":"Jessica Tupou, Hannah Waddington, J. Sigafoos","doi":"10.1097/IYC.0000000000000174","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000174","url":null,"abstract":"There is a need for research that evaluates the effectiveness of early intervention when delivered in inclusive preschools. In this study, 3 regular preschool teachers were trained to use the Early Start Denver Model with a child with autism spectrum disorder who attended an inclusive preschool. Each teacher worked with 1 child. Teachers received eleven 60-min coaching sessions based on an adapted version of the Early Start Denver Model's parent coaching program. A multiple baseline across participants design was used to evaluate effectiveness in terms of teachers' use of the early intervention techniques and children's levels of participation, imitation, and communication. Data were collected via weekly 10-min video recordings, with 3 follow-up probes conducted 11 weeks following intervention. Teachers improved in their use of early intervention techniques, and children demonstrated improved levels of active participation, but results for child imitation and communication were mixed. Positive results were generally maintained at follow-up. This study provides preliminary support for the effectiveness and feasibility of using a modified coaching program to train preschool teachers to use early intervention techniques from the Early Start Denver Model.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"25 1","pages":"259 - 282"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74022746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1097/IYC.0000000000000175
Aaron R. Deris, Cynthia F. DiCarlo, Dana L. Wagner, Kellie M. Krick Oborn
It is considered a recommended practice to integrate literacy concepts into child-initiated choice center time long before formal reading instruction begins. The purpose of this study was to determine whether environmental modification and a teacher-mediated literacy intervention would increase child engagement of literacy behaviors during free choice time in the classroom. Data were collected on the literacy behaviors of 9 children across 3 inclusive preschool classrooms in a suburban public school system. A multiple baseline design was used to determine the effects of an environmental modification using the Early Language and Literacy Classroom Observation and a teacher-mediated intervention on children's literacy behaviors. Results included an average increase of 43 percentage points (range = 39–45 percentage points) in observed literacy behaviors in each of the 3 classrooms. Individual children in each classroom demonstrated an increase in literacy behaviors from baseline to intervention. These results are consistent with previous research, which indicated that the modification of the environment and teacher mediation increase literacy behaviors.
{"title":"Using Environmental Modification and Teacher Mediation to Increase Literacy Behaviors in Inclusive Preschool Settings","authors":"Aaron R. Deris, Cynthia F. DiCarlo, Dana L. Wagner, Kellie M. Krick Oborn","doi":"10.1097/IYC.0000000000000175","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000175","url":null,"abstract":"It is considered a recommended practice to integrate literacy concepts into child-initiated choice center time long before formal reading instruction begins. The purpose of this study was to determine whether environmental modification and a teacher-mediated literacy intervention would increase child engagement of literacy behaviors during free choice time in the classroom. Data were collected on the literacy behaviors of 9 children across 3 inclusive preschool classrooms in a suburban public school system. A multiple baseline design was used to determine the effects of an environmental modification using the Early Language and Literacy Classroom Observation and a teacher-mediated intervention on children's literacy behaviors. Results included an average increase of 43 percentage points (range = 39–45 percentage points) in observed literacy behaviors in each of the 3 classrooms. Individual children in each classroom demonstrated an increase in literacy behaviors from baseline to intervention. These results are consistent with previous research, which indicated that the modification of the environment and teacher mediation increase literacy behaviors.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"91 1","pages":"283 - 299"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86406727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1097/IYC.0000000000000178
Phoukim Savanh, M. Aita, Marjolaine Héon
Many aspects may interfere with siblings' adaptation when an infant is born prematurely and hospitalized in the neonatal intensive care unit (NICU). During this critical period, siblings may have sudden change of behaviors if their needs are not adequately met. Parents and neonatal nurses are often unaware of the importance of supporting siblings in the NICU. In this narrative review, siblings' needs and interventions to support them in the NICU will be synthesized and discussed. A total of 14 articles were reviewed to better understand siblings' needs and discuss findings related to interventions supporting siblings' adaptation in the NICU. Further studies should be conducted with validated and reliable evaluation tools to validate these findings. Overall, interventions for siblings in the NICU appear to be beneficial for siblings and their parents.
{"title":"A Review of Siblings' Needs and Interventions Supporting Their Adaptation in the Neonatal Intensive Care Unit","authors":"Phoukim Savanh, M. Aita, Marjolaine Héon","doi":"10.1097/IYC.0000000000000178","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000178","url":null,"abstract":"Many aspects may interfere with siblings' adaptation when an infant is born prematurely and hospitalized in the neonatal intensive care unit (NICU). During this critical period, siblings may have sudden change of behaviors if their needs are not adequately met. Parents and neonatal nurses are often unaware of the importance of supporting siblings in the NICU. In this narrative review, siblings' needs and interventions to support them in the NICU will be synthesized and discussed. A total of 14 articles were reviewed to better understand siblings' needs and discuss findings related to interventions supporting siblings' adaptation in the NICU. Further studies should be conducted with validated and reliable evaluation tools to validate these findings. Overall, interventions for siblings in the NICU appear to be beneficial for siblings and their parents.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"42 1","pages":"332 - 351"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86481774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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